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Author |
Mejdell, C.M.; Buvik, T.; Jørgensen, G.H.M.; Bøe, K.E. |
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Title |
Horses can learn to use symbols to communicate their preferences |
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Journal Article |
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Year |
2016 |
Publication |
Applied Animal Behaviour Science |
Abbreviated Journal |
Appl. Anim. Behav. Sci. |
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Volume |
184 |
Issue  |
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Pages |
66-73 |
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Keywords |
Operant conditioning; Blanket; Rug; Thermoregulation; Cognition; Clicker training |
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Abstract |
This paper describes a method in which horses learn to communicate by touching different neutral visual symbols, in order to tell the handler whether they want to have a blanket on or not. Horses were trained for 10-15min per day, following a training program comprising ten steps in a strategic order. Reward based operant conditioning was used to teach horses to approach and touch a board, and to understand the meaning of three different symbols. Heat and cold challenges were performed to help learning and to check level of understanding. At certain stages, a learning criterion of correct responses for 8-14 successive trials had to be achieved before proceeding. After introducing the free choice situation, on average at training day 11, the horse could choose between a “no change” symbol and the symbol for either “blanket on” or “blanket off” depending on whether the horse already wore a blanket or not. A cut off point for performance or non-performance was set to day 14, and 23/23 horses successfully learned the task within this limit. Horses of warm-blood type needed fewer training days to reach criterion than cold-bloods (P<0.05). Horses were then tested under differing weather conditions. Results show that choices made, i.e. the symbol touched, was not random but dependent on weather. Horses chose to stay without a blanket in nice weather, and they chose to have a blanket on when the weather was wet, windy and cold (χ2=36.67, P<0.005). This indicates that horses both had an understanding of the consequence of their choice on own thermal comfort, and that they successfully had learned to communicate their preference by using the symbols. The method represents a novel tool for studying preferences in horses. |
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0168-1591 |
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Equine Behaviour @ team @ |
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6617 |
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Author |
Ahrendt, L.P.; Labouriau, R.; Malmkvist, J.; Nicol, C.J.; Christensen, J.W. |
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Title |
Development of a standard test to assess negative reinforcement learning in horses |
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Journal Article |
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Year |
2015 |
Publication |
Applied Animal Behaviour Science |
Abbreviated Journal |
Appl. Anim. Behav. Sci. |
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Volume |
169 |
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38-42 |
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Algometry; Horse behaviour; Learning performance; Operant conditioning; Pressure-release; Horse training |
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Most horses are trained by negative reinforcement. Currently, however, no standardised test for evaluating horses' negative reinforcement learning ability is available. The aim of this study was to develop an objective test to investigate negative reinforcement learning in horses. Twenty-four Icelandic horses (3 years old) were included in this study. The horses were tested in a pressure-release task on three separate days with 10, 7 and 5 trials on each side, respectively. Each trial consisted of pressure being applied on the hindquarter with an algometer. The force of the pressure was increased until the horse moved laterally away from the point of pressure. There was a significant decrease in required force over trials on the first test day (P<0.001), but not the second and third day. The intercepts on days 2 and 3 differed significantly from day 1 (P<0.001), but not each other. Significantly stronger force was required on the right side compared to the left (P<0.001), but there was no difference between first and second side tested (P=0.56). Individual performance was evaluated by median-force and the change in force over trials on the first test day. These two measures may explain different characteristics of negative reinforcement learning. In conclusion, this study presents a novel, standardised test for evaluating negative reinforcement learning ability in horses. |
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Equine Behaviour @ team @ |
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6650 |
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Author |
Mejdell, C.M.; Buvik, T.; Jørgensen, G.H.M.; Bøe, K.E. |
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Title |
Horses can learn to use symbols to communicate their preferences |
Type |
Journal Article |
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Year |
2016 |
Publication |
Applied Animal Behaviour Science |
Abbreviated Journal |
Appl. Anim. Behav. Sci. |
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Volume |
184 |
Issue |
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Pages |
66-73 |
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Keywords |
Operant conditioning; Blanket; Rug; Thermoregulation; Cognition; Clicker training |
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Abstract |
This paper describes a method in which horses learn to communicate by touching different neutral visual symbols, in order to tell the handler whether they want to have a blanket on or not. Horses were trained for 10-15min per day, following a training program comprising ten steps in a strategic order. Reward based operant conditioning was used to teach horses to approach and touch a board, and to understand the meaning of three different symbols. Heat and cold challenges were performed to help learning and to check level of understanding. At certain stages, a learning criterion of correct responses for 8-14 successive trials had to be achieved before proceeding. After introducing the free choice situation, on average at training day 11, the horse could choose between a “no change” symbol and the symbol for either “blanket on” or “blanket off” depending on whether the horse already wore a blanket or not. A cut off point for performance or non-performance was set to day 14, and 23/23 horses successfully learned the task within this limit. Horses of warm-blood type needed fewer training days to reach criterion than cold-bloods (P<0.05). Horses were then tested under differing weather conditions. Results show that choices made, i.e. the symbol touched, was not random but dependent on weather. Horses chose to stay without a blanket in nice weather, and they chose to have a blanket on when the weather was wet, windy and cold (χ2=36.67, P<0.005). This indicates that horses both had an understanding of the consequence of their choice on own thermal comfort, and that they successfully had learned to communicate their preference by using the symbols. The method represents a novel tool for studying preferences in horses. |
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0168-1591 |
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Equine Behaviour @ team @ |
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6651 |
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Christensen, J.W.; Munk, R.; Hawson, L.; Palme, R.; Larsen, T.; Egenvall, A.; König von Borstel, U.U.; Rørvang, M.V. |
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Title |
Rider effects on horses' conflict behaviour, rein tension, physiological measures and rideability scores |
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Journal Article |
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Year |
2021 |
Publication |
Applied Animal Behaviour Science |
Abbreviated Journal |
Appl. Anim. Behav. Sci. |
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234 |
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Pages |
105184 |
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Keywords |
Equitation science; Heart rate; Horse riding; Sport horse; Temperament; Training cues |
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Many breeding organisations include a subjective scoring of rideability by a professional rider into their evaluation of sports horses, but the consistency and reliability of the scoring system is debateable. The aim of this study was to investigate (i) whether professional riders agree in their scoring of rideability, and (ii) whether rideability scores are affected by rein tension, horse conflict behaviour, heart rate, and salivary cortisol, and (iii) whether riders induce different levels of conflict behaviour and physiological responses in the horses. Ten professional, female riders each rode 10 dressage horses (level M German scale; n = 100 combinations) through a standardised dressage test (10 min warm-up followed by a 4-min test) and subsequently scored the horses for rideability on the official 1-10 scale (1 = poor to 10 = excellent) from the Danish Riding Federation. Rein tension, horse heart rate, saliva cortisol and conflict behaviour were measured for each rider-horse pair. The riders were inconsistent in their scoring of rideability to the individual horses, e.g. scores for one of the horses ranged from 1 to 8. There was a significant effect of rider (P = 0.003) and the frequency of conflict behaviour (undesired head movements: P < 0.001, breaking the gait: P = 0.013, and other evasive behaviour: P = 0.032) on rideability scores, i.e. the more conflict behaviour the lower the score. There was no significant effect of rein tension and the physiological measures on rideability scores. However, there was a significant effect of rider on rein tension, horses' heart rate and increases in saliva cortisol concentrations and a tendency for some types of conflict behaviour, suggesting that some riders induced more discomfort in the horses. Future studies could help shed light on which elements of riding style are particularly important for sports horse welfare. In conclusion, this study found a large variation in rideability scores assigned to ten sports horses by ten professional riders. Rideability scores were dependent on the level of horse conflict behaviour, but not rein tension and physiological measures. Further studies are needed to improve the objectivity, consistency and reliability of rideability assessment of sports horses. |
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0168-1591 |
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Equine Behaviour @ team @ |
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6696 |
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Author |
Hartmann, E.; Christensen, J.W.; McGreevy, P.D. |
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Title |
Dominance and Leadership: Useful Concepts in Human-Horse Interactions? |
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Journal Article |
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Year |
2017 |
Publication |
Journal of Equine Veterinary Science |
Abbreviated Journal |
Proceedings of the 2017 Equine Science Symposium |
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52 |
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1-9 |
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Horse; Social order; Dominance hierarchy; Aggression; Injury; Learning; Training |
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Dominance hierarchies in horses primarily influence priority access to limited resources of any kind, resulting in predictable contest outcomes that potentially minimize aggressive encounters and associated risk of injury. Levels of aggression in group-kept horses under domestic conditions have been reported to be higher than in their feral counterparts but can often be attributed to suboptimal management. Horse owners often express concerns about the risk of injuries occurring in group-kept horses, but these concerns have not been substantiated by empirical investigations. What has not yet been sufficiently addressed are human safety aspects related to approaching and handling group-kept horses. Given horse's natural tendency to synchronize activity to promote group cohesion, questions remain about how group dynamics influence human-horse interactions. Group dynamics influence a variety of management scenarios, ranging from taking a horse out of its social group to the prospect of humans mimicking the horse's social system by taking a putative leadership role and seeking after an alpha position in the dominance hierarchy to achieve compliance. Yet, there is considerable debate about whether the roles horses attain in their social group are of any relevance in their reactions to humans. This article reviews the empirical data on social dynamics in horses, focusing on dominance and leadership theories and the merits of incorporating those concepts into the human-horse context. This will provide a constructive framework for informed debate and valuable guidance for owners managing group-kept horses and for optimizing human-horse interactions. |
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0737-0806 |
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Equine Behaviour @ team @ |
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6712 |
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Goodwin, D.; McGreevy, P.; Waran, N.; McLean, A. |
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Title |
How equitation science can elucidate and refine horsemanship techniques |
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Journal Article |
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2009 |
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The Veterinary Journal |
Abbreviated Journal |
Special Issue: Equitation Science |
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181 |
Issue |
1 |
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5-11 |
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Keywords |
Horse; Training; Equitation; Learning theory; Ethology; Cognition |
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The long-held belief that human dominance and equine submission are key to successful training and that the horse must be taught to [`]respect' the trainer infers that force is often used during training. Many horses respond by trialling unwelcome evasions, resistances and flight responses, which readily become established. When unable to cope with problem behaviours, some handlers in the past might have been encouraged to use harsh methods or devices while others may have called in a so-called [`]good horseman' or [`]horse whisperer' to remediate the horse. Frequently, the approaches such practitioners offer could not be applied by the horse's owner or trainer because of their lack of understanding or inability to apply the techniques. Often it seemed that these [`]horse-people' had magical ways with horses (e.g., they only had to whisper to them) that achieved impressive results although they had little motivation to divulge their techniques. As we begin to appreciate how to communicate with horses sensitively and consistently, misunderstandings and misinterpretations by horse and trainer should become less common. Recent studies have begun to reveal what comprises the simplest, most humane and most effective mechanisms in horse training and these advances are being matched by greater sharing of knowledge among practitioners. Indeed, various practitioners of what is referred to here as [`]natural horsemanship' now use techniques similar to the [`]whisperers' of old, but they are more open about their methods. Reputable horse trainers using natural horsemanship approaches are talented observers of horse behaviour and respond consistently and swiftly to the horse's subtle cues during training. For example, in the roundpen these trainers apply an aversive stimulus to prompt a flight response and then, when the horse slows down, moves toward them, or offers space-reducing affiliative signals, the trainer immediately modifies his/her agonistic signals, thus negatively reinforcing the desired response. Learning theory and equine ethology, the fundamentals of the emerging discipline of equitation science, can be used to explain almost all the behaviour modification that goes on in these contexts and in conventional horsemanship. By measuring and evaluating what works and what does not, equitation science has the potential to have a unifying effect on traditional practices and developing branches of equitation. |
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1090-0233 |
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Equine Behaviour @ team @ |
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4826 |
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Author |
Billat, L.V. |
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Title |
Interval Training for Performance: A Scientific and Empirical Practice: Special Recommendations for Middle- and Long-Distance Running. Part I: Aerobic Interval Training |
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Journal Article |
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Year |
2001 |
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Sports Medicine |
Abbreviated Journal |
Sports Med |
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31 |
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1 |
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13-31 |
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Aerobic exercise; Exercise performance; Training |
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This article traces the history of scientific and empirical interval training. Scientific research has shed some light on the choice of intensity, work duration and rest periods in so-called 'interval training'. Interval training involves repeated short to long bouts of rather high intensity exercise (equal or superior to maximal lactate steady-state velocity) interspersed with recovery periods (light exercise or rest). Interval training was first described by Reindell and Roskamm and was popularised in the 1950s by the Olympic champion, Emil Zatopek. Since then middle- and long- distance runners have used this technique to train at velocities close to their own specific competition velocity. In fact, trainers have used specific velocities from 800 to 5000m to calibrate interval training without taking into account physiological markers. However, outside of the competition season it seems better to refer to the velocities associated with particular physiological responses in the range from maximal lactate steady state to the absolute maximal velocity. The range of velocities used in a race must be taken into consideration, since even world records are not run at a constant pace. Copyright 2001 Adis International |
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0112-1642 |
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Equine Behaviour @ team @ 00007256-200131010-00002 |
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5002 |
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Baragli, P.; Mariti, C.; Petri, L.; De Giorgio, F.; Sighieri, C. |
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Title |
Does attention make the difference? Horses' response to human stimulus after 2 different training strategies |
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Journal Article |
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2011 |
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Journal of Veterinary Behavior: Clinical Applications and Research |
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J Vet Behav Clin Appl Res |
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6 |
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1 |
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31-38 |
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attention; exploration; horse; human stimulus; training |
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We hypothesized that in an open environment, horses cope with a series of challenges in
their interactions with human beings. If the horse is not physically constrained and is free to move
in a small enclosure, it has additional options regarding its behavioral response to the trainer. The
aim of our study was to evaluate the influence of 2 different training strategies on the horse’s behavioral
response to human stimuli. In all, 12 female ponies were randomly divided into the following 2
groups: group A, wherein horses were trained in a small enclosure (where indicators of the level of
attention and behavioral response were used to modulate the training pace and the horse’s control over
its response to the stimuli provided by the trainer) and group B, wherein horses were trained in a closed
environment (in which the trainer’s actions left no room for any behavioral response except for the one
that was requested). Horses’ behavior toward the human subject and their heart rate during 2 standardized
behavioral tests were used to compare the responses of the 2 groups. Results indicated that the
horses in group A appeared to associate human actions with a positive experience, as highlighted by
the greater degree of explorative behavior toward human beings shown by these horses during the tests.
The experience of the horses during training may have resulted in different evaluations of the person, as
a consequence of the human’s actions during training; therefore, it seems that horses evaluate human
beings on daily relationship experiences. |
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attention; exploration; horse; human stimulus; training |
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1558-7878 |
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Equine Behaviour @ team @ |
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5286 |
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McGreevy, P.D.; Oddie, C.; Burton, F.L.; McLean, A.N. |
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The horse–human dyad: Can we align horse training and handling activities with the equid social ethogram? |
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Journal Article |
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2009 |
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The Veterinary Journal |
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Special Issue: Equitation Science |
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181 |
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1 |
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12-18 |
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Horse training; Social inter- and intra-specific communication; Learning; Counter–predator behaviour |
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This article examines the recently completed equid ethogram and shows how analogues of social interactions between horses may occur in various human–horse interactions. It discusses how some specific horse–horse interactions have a corresponding horse–human interaction – some of which may be directly beneficial for the horse while others may be unusual or even abnormal. It also shows how correspondent behaviours sometimes become inappropriate because of their duration, consistency or context. One analogue is unlikely to hold true for all horse–human contexts, so when applying any model from horse–horse interactions to human–horse interactions, the limitations of the model may eclipse the intended outcome of the intervention. These limitations are especially likely when the horse is being ridden. Such analyses may help to determine the validity of extrapolating intra-specific interactions to the inter-specific setting, as is advocated by some popular horse-training methods, and highlight the subsequent limitations where humans play the role of the ‘alpha mare’ or leader in horse handling and training. This examination provides a constructive framework for further informed debate and empirical investigation of the critical features of successful intra-specific interactions. |
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Equine Behaviour @ team @ |
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5729 |
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Author |
Sondergaard, E.; Ladewig, J. |
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Title |
Group housing exerts a positive effect on the behaviour of young horses during training |
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Journal Article |
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2004 |
Publication |
Applied Animal Behaviour Science |
Abbreviated Journal |
Appl. Anim. Behav. Sci. |
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87 |
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1-2 |
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105-118 |
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Horses; Housing; Human-animal relationship; Social environment; Training; Learning |
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In an experiment on the effects of social environment and training on the human-animal relationship, 20 horses were handled according to a defined schedule. Eight horses were housed singly and 12 horses were housed in four groups of 3 horses. Horses were handled three times per week in 10 min sessions from an age of 6 months until 2 years of age during two winter periods. A total of 50 and 70 sessions were given in the first and second period, respectively. Five randomly allocated people performed the training. The training scheme involved leading, tying up, touching, lifting feet, etc. in 43 stages. The horse had to fulfil the performance criteria of each stage in order to get to the next stage. In the first winter period, horses were led to the stable when they had “passed” a stage or after 10 min of training. In the second winter period, horses would start off at stage 1 again, and when they “passed” a stage they went on to the next stage within the same training session. Because of the change in training procedure results were analysed separately for the two winter periods. There was a significant difference between trainers in the number of times they allowed a horse to “pass” a stage within each winter period (χ32, P<0.05; χ32, P<0.001 for the first and the second winter period, respectively). Group housed horses “passed” more stages than single housed horses (17 versus 14; 27 versus 18 in the first and second winter period, respectively; P<0.05 for the interaction). Singly housed horses bit the trainer more frequently than did group housed horses (P<0.01). The responses of group housed horses to training clearly demonstrate the benefits of raising young horses in groups. |
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724 |
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